A Study On The Application Of Analogy Framework On Thinking To English Writing Teaching In Senior High School

English writing,as an essential part of English study for high school students,can not only show students' English ability,but also cultivate students' thinking.Therefore,the cultivation of high school students' English writing ability has always been an important task in current high school English teaching.However,in teaching practice,English writing teaching in senior high school has always been a difficult problem for teachers.In recent years,researchers have begun to pay attention to the thinking of the students.Since Glynn put forward the“Teaching with Analogies”model in the 1990 s,researchers have focused on the study of analogy theory and got some achievements.However,a large number of researches have focused on applying analogy theory to English teaching at undergraduate and higher vocational levels,and less on English writing teaching in senior high schools.In order to find a more effective way of English writing teaching,the author combines the analogy framework on thinking with English writing teaching in senior high school on the basis of previous researches.There are three research questions in this study: 1.What's the situation of applying analogy framework on thinking to English writing for students in senior high school? 2.What is the effectiveness of analogy framework on thinking to English writing teaching in senior high school? 3.What effects does the analogy framework on thinking have on English writing ability of students at different levels?In order to solve the problems above,this study selected 84 students from two natural classes in Grade One of Dashiqiao No.2 High School in Liaoning Province as the participants,of which Class 13 is the experimental class and Class 14 is the control class.Firstly,this study conducted a questionnaire survey,pretest and post-test of English writing on all the participants.Then there are personal interviews on six students at different levels selected from the experimental class.After that,the data are collected and finally qualitative and quantitative analysis is carried out by SPSS software.Through experimental research,the following conclusions are drawn: 1.The use of analogy framework on thinking in English writing in senior high school is not optimistic.Students know little about analogies and have a weak sense of analogy thinking.2.Analogy framework on thinking has a positive impact on students' English writing in senior high school.After receiving analogy framework on thinking training,students' interest in writing has been greatly enhanced and their writing performance has also been improved.Obviously,analogy framework on thinking has achieved remarkable achievements in English writing teaching in senior high school.3.Analogy framework on thinking has different effects on students at different levels.It canimprove the writing performance of all the students,but the improvement of high-achievers is not as large as that of low-achievers and middle-achievers.Therefore,it is effective and feasible to use analogy framework on thinking in English writing teaching in senior high school.